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Javad Lal Mohammad

I do not want to be bold and say that October 5th and April 12th in Iran are bitter reminders of the job struggles and accumulated demands for teachers; but what experts, educators, and many teachers say is nothing but this.

Contrary to the customary global tradition, which celebrates this day with carnivals, various festivities, holidays, and gift-giving, in service of promoting and expanding knowledge, and loudly proclaiming the name of the honorable teacher with praise and admiration; unfortunately, in Iran, teachers are only given colorful papers and empty slogans that are hung on the walls of the parliament and court, and do not belong to the teachers. Slogans that consider teaching as a passion, while the authorities and administrative managers are devoid of any romantic values. Radio and television show the romantic memories of educators in the classroom, and students speak of teachers who have taught them the path to a good life. The special and urgent news of the Ministry of Education and Training and the constant advice of the authorities are exhausting and annoying. Teaching becomes a profession of prophets, and despite their low wages, they are respected, and they must raise their heads with dignity with minimal educational resources. No one pays attention to the troubled and worried state

Oh God! What I have been criticizing is not the Islamic Republic of Iran, but the result of years of experience that I have encountered in travels and classrooms, where I have felt its swollen gland and the habit of arrogance wrapped around itself, constantly causing pain in my tissues and still remains.

Let me start from 1327. The year that Iran, as one of the first countries, became a member of the United Nations Educational, Scientific and Cultural Organization (UNESCO) through the approval of the National Consultative Assembly, with the aim of global interaction in the fields of science, culture, communication, education and training, in order to promote the values of citizenship, peace and peaceful coexistence by creating equal educational opportunities and spreading its shade. In this organization, all countries, whether poor or rich, small or large, developed or developing, have equal rights. Each country has one vote, no country has veto power, and protests and rebellion are meaningless. The recommendations of this organization are suggestions and not mandatory to follow.

Dr. John Wilson, who also has a role in this organization, has so much respect for UNESCO’s programs and proposals that he says during his trip to Tehran and on the occasion of World Teachers’ Day: “Education is the key to peace, the key to democratic stability. The key to respect and coordination between genders, beliefs and ethnicities. The key to jobs, economic growth, health and well-being, and the realization of the potential of billions of people. Education is unparalleled and teachers are the key to education. You may have schools, colleges, universities, pens, desks, and blackboards, but none of these will have any meaning without a teacher; it’s that simple.”

Most member countries admire and appreciate the exchange of opinions within this organization, and they write beautifully. But despite all the reforms and popularity, Iranian teachers are not benefiting. Why? Because political management has had more control over the education system than the management of teachers. In my opinion, the reason for this issue must be searched for in hands beyond the usual words and discussions. Hands that want to exploit Iran’s education system for their own benefit and give it a political, economic, and ideological aspect. Appointments are also made in this context, and each minister tries to dry out this system by implementing short-term policies that also have short-term benefits. All of this has caused education to deviate from its main path and have no adherence to its global definition, and things are like drawing on water and not lasting. In the midst of all this, the serious words of teachers and active members of the profession, who intend to correct deviations and mistakes, are ignored and they are silenced so that the chains

If we look beyond the power and influence of the teaching profession in other countries such as Mexico, we will not find a closer witness than Dr. Abolhasan Khanali, who was taken captive by the merciless killers and thieves of freedom from the Mehragan Club and sacrificed his life to defend the ideals of teachers and issue judgments according to conscience.

Ismaeil Abdollahi, who is a prominent figure in the Iranian Teachers’ Association, followed in the footsteps of Dr. Abolhasan Khanali and stood up for the rights of teachers. He sat in the cold prison cell with his mouth shut, sacrificing his own well-being for the sake of preserving the dignity of education and ensuring that students see the importance of justice and equality in education. He refused to let teachers be degraded and used as pawns. Similarly, Mahmoud Beheshti, whose only concern was upholding the rule of law and comprehensive management of public services for working and retired educators, was sentenced to 14 years in prison for playing by the rules of politics. Let us not forget the imprisonment of Mohammad Habibi, Mokhtar Asadi, Baghani’s exile, and the imprisonment of Rasoul Badaghi, Bagheri, Omrani, Ghanbari, and others. Their stories will forever remain in the hearts of Iranian teachers,

I expressed all these words and reminded them of the issuance of such orders for the activists of the sincere and benevolent Teachers’ Guild, in order to reach the conclusion that Iranian teachers have always had the calmest and most democratic gatherings and have never forgotten the etiquette of silence and have not spoken harshly. They have always relied on the Constitution and respected the laws of trade unions (approved on June 7, 1981 by the Islamic Consultative Assembly) and have not hesitated in their relentless efforts so that the law may prevail and the sanctity of trade union behavior may not be interpreted as an act against national security, and the right of citizenship remains protected. And the disease of looking at education as a tool is treated, and the threads and fabric of education are not further torn apart, and the right to free education for the future of society remains protected so that the future of society is not hindered by this inequality, and ultimately, with proper and appropriate education, free from challenges